Kallunki Veera, Katajavuori Nina, Kinnunen Päivi, Anttila Henrika, Tuononen Tarja, Haarala-Muhonen Anne, Pyörälä Eeva, Myyry Liisa
Faculty of Educational Sciences, Centre for University Teaching and Learning, University of Helsinki, Helsinki, Finland.
Educ Inf Technol (Dordr). 2023 Jan 19:1-26. doi: 10.1007/s10639-022-11559-7.
The study examines the benefits of digital tools in teaching and learning as experienced by university teachers in two different time periods: 1) during the controlled digital leap before the Covid-19 pandemic (2017-2019) and 2) during the emergency imposition of remote teaching in response to the lockdown aimed at containing the Covid-19 pandemic (2020). Teachers in different academic fields at a large multidisciplinary Finnish university (N1 = 303 and N2 = 265) responded to two open-ended questions as part of a broader questionnaire. The research identified four kinds of benefits related to digital teaching: (1) practical and administrative and (2) independence of time and place, implying practical and technical benefits; as well as (3) enhancing learning and (4) developing teaching, which are primarily pedagogical benefits, related to teaching and learning. Voluntary and forced digital leaps provided different kinds of consequences in teaching and learning. Digital tools generally provided practical and technological benefits for teaching and learning during the controlled digital leap, but they also had positive pedagogical effects. The forced digital leap, in turn, demonstrated the value of time-and-place-independent online teaching and learning. It also exposed differences among academic fields in how teachers experienced the benefits of using digital tools. Support of and training for university teachers should take into account the different needs of faculties and disciplines, and promote dialogue between pedagogical and technological interests.
1）在新冠疫情大流行之前的可控数字飞跃期间（2017 - 2019年）；2）在为应对旨在遏制新冠疫情大流行的封锁而紧急实施远程教学期间（2020年）。芬兰一所大型多学科大学中不同学术领域的教师（N1 = 303，N2 = 265）回答了两个开放式问题，这是一份更广泛问卷的一部分。该研究确定了与数字教学相关的四种益处：（1）实践与管理方面的；（2）时间和地点的独立性，意味着实践和技术方面的益处；以及（3）促进学习和（4）改进教学，这主要是与教学和学习相关的教学方面的益处。自愿和强制的数字飞跃在教学中产生了不同类型的结果。在可控数字飞跃期间，数字工具总体上为教学提供了实践和技术方面的益处，但它们也产生了积极的教学效果。而强制数字飞跃则证明了不受时间和地点限制的在线教学和学习的价值。它还揭示了不同学术领域的教师在体验使用数字工具的益处方面存在的差异。对大学教师的支持和培训应考虑到各学院和学科的不同需求，并促进教学和技术利益之间的对话。
